Sampling to Learn Words: Adults and Children Sample Words That Reduce Referential Ambiguity

Autor/inn/en	Zettersten, Martin; Saffran, Jenny R.
Titel	Sampling to Learn Words: Adults and Children Sample Words That Reduce Referential Ambiguity
Quelle	In: Developmental Science, 24 (2021) 3, (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zettersten, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13064
Schlagwörter	Ambiguity (Semantics); Task Analysis; Vocabulary Development; Case Studies; Language Tests; Children; Preschool Children; Adults; Language Acquisition; Decision Making; Preferences; Information Seeking; Learning Processes + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Wortschatzarbeit; Case study; Fallstudie; Case Study; Language test; Sprachtest; Child; Kind; Kinder; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Decision-making; Entscheidungsfindung; Informationserschließung; Learning process; Lernprozess
Abstract	How do learners gather new information during word learning? One possibility is that learners selectively sample items that help them reduce uncertainty about new word meanings. In a series of cross-situational word learning tasks with adults and children, we manipulated the referential ambiguity of label-object pairs experienced during training and subsequently investigated which words participants chose to sample additional information about. In the first experiment, adult learners chose to receive additional training on object-label associations that reduce referential ambiguity during cross-situational word learning. This ambiguity-reduction strategy was related to improved test performance. In two subsequent experiments, we found that, at least in some contexts, children (3-8 years of age) show a similar preference to seek information about words experienced in ambiguous word learning situations. In Experiment 2, children did not preferentially select object-label associations that remained ambiguous during cross-situational word learning. However, in a third experiment that increased the relative ambiguity of two sets of novel object-label associations, we found evidence that children preferentially make selections that reduce ambiguity about novel word meanings. These results carry implications for understanding how children actively contribute to their own language development by seeking information that supports learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01